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Critical Factors Towards the Inclusion of Deaf and Hard-of-Hearing Students in Higher Education
Book chapter   Peer reviewed

Critical Factors Towards the Inclusion of Deaf and Hard-of-Hearing Students in Higher Education

Mervyn B Hyde, Magda Nikolaraizi, Denise Powell and Michael Stinton
Diversity in deaf education
Oxford University Press
2016
DOI: https://doi.org/10.1093/acprof:oso/9780190493073.003.0016
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https://doi.org/10.1093/acprof:oso/9780190493073.003.0016View
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Abstract

Specialist Studies in Education
Deaf children are not hearing children who can't hear. Beyond any specific effects of hearing loss, as a group they are far more diverse than hearing peers. Lack of full access to language, incidental learning, and social interactions as well as the possibility of secondary disabilities means that deaf learners face a variety of challenges in academic domains. Technological innovations such as digital hearing aids and cochlear implants have improved hearing and the possibility of spoken language for many deaf learners, but parents, teachers, and other professionals are just now coming to recognize that there are cognitive, experiential, and social-emotional differences between deaf and hearing students likely to affect academic outcomes. Sign languages and schools and programs for deaf learners thus remain an important part of the continuum of services needed for this diverse population. Understanding such diversity and determining ways in which to accommodate them must become a top priority in educating deaf learners. [Book Synopsis]

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